Factors Affecting the Adoption of E-learning in Nigeria

Numerous factors affecting the adoption of e-learning in Nigeria have been discovered real and practically obvious. Thus, these shall be looked into, analyzing this discourse with all possible details of explanation for your comprehension.

E-learning in this paper refers to computer-based (e.g., digital videos, tablets, projector, operating systems) learning process which links digital content, system-based administrations and mentoring support and aid in the interaction of students and teachers.

While research into the adoption of online education in Nigeria has mainly focused on its use in public higher education institutions, there is still a lack of research on factors affecting students’ use of e-learning in private institutions in Nigeria. This study, therefore, explores factors influencing the use of e-learning by students in private schools in Nigeria using technology-organization-environment framework.

We use a data collection method encompassing semi-structured interviews with 15 students from L-University drawn purposefully from the Landmark directory and a hybrid thematic analysis to analyze the data.

Findings reveal that technology-related factors (ease of use, speed accessibility and service delivery), organization-related factors (training support and diversity), environment-related factors (attitudes of the users) and impact-related factors (learning experience, skill development, academic performance, and degree of engagement) influence the students’ adoption of e-learning facilities.

Factors Affecting the Adoption of E-learning in Nigeria

Digital education or e-learning is known to be a platform that creates the ease which helps you cut costs of transportation, physical stress, and so many more. However, since its establishment in Nigeria, there have been a number of factors affecting the adoption of e-learning in Nigeria.

1. Technological Infrastructure

While e-learning has constantly been adopted and helped in the establishment of virtual universities in most western countries, only a few private universities in Nigeria completely carry out their academic activities through e-learning. The majority find it difficult to use e-learning, while to some, it is still a dream because of poor and weak technological infrastructure. These studies centered on difficulties, problems and prospect of e-learning and issues relating to the availability of e-learning facilities.

Although some private institutions are trying to embrace e-learning completely by committing huge resources in acquiring these facilities, many have failed to accomplish this task because of the rate of illiteracy and inadequate funding making its adoption and use rather low.

2. Internet Experience

Studies using the TAM have proposed that an individual’s experiences with a specific technology influence perceptions of ease of use and usefulness of that technology. In addition, it is argued that learner success in distance learning depends on technical skills in computer operation and Internet navigation as well as the ability to cope with the substantive subject matter. An empirical evidence is found that older students who had more experience of the technology used a learning management system (WebCT) more than younger students with less experience of IT.

3. System Interactivity

It is argued that objective system characteristics have a direct impact on perceived usefulness and ease of use of e-learning. The key elements of learning processes are the interactions among students themselves, the interactions between faculty and students, and the collaboration in learning that results from these interactions. A major source of developments in e-learning has come via technologies that promote increased learner interaction. Interactions can be either synchronous or asynchronous. Thus, system interactivity is expected to be one of the factors affecting the adoption of e-learning in Nigeria. In a study of the adoption of e-mail and text editors, it is also found that the TAM fully mediates the effects of system characteristics on usage behavior.

4. Gender Affectability

The Gender affectability, particularly among female users is one of the factors affecting the adoption of e-learning in Nigeria. Due to the moderate nature and emotional sentiments in the Afrikaans social legacy, guardians are strict in giving their little girls a chance to participate in ICT related exercises. This observation is likewise observed as a plausible separation of grasping e-learning.

5. Teaching Professionalism

Another one of the factors affecting the adoption of e-learning in Nigeria is the failure of the teacher to have the adequate knowledge of operating the gadgets and digital tools of e-learning. From the thought of prepare the mentor, an instructor that does not experience the utilization of E-learning and ICT related training, can’t likewise offer. This is along these lines a test that necessities handling to help in exchanging the health of ICT to the understudies.

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